To help your child ace the PSLE Math paper, we’ll delve into a series of the top MUST-KNOW concepts, including essential strategies and problem-solving techniques. The first one that we will delve in to is equal concepts. Should your child rely on model drawing or equal numerators?
We’ve chosen our clear favourite, including 2 examples of how the concept is applied.
Curious to know what these key concepts are? Let’s dive into the math strategies that can make all the difference for your child’s success.
But before that, let’s find out which topics are the most frequently-tested in PSLE/ Upper Primary Math!
The PSLE Math paper covers a broad spectrum of topics and heuristics, but are you aware of which ones carry the most weight? Based on our analysis from 2020 to 2023, certain topics stand out as crucial. Refer to the PSLE Analysis Table below for a detailed breakdown.
The key topics that dominate, making up about 60% of the PSLE Math paper, are Fractions, Ratio, and Percentage. These areas are marked in red boxes in the analysis. Geometry follows closely, contributing roughly 20% to the paper’s total weight.
Concept #1: Equal Fraction
Let’s try to use Method 1 (P4: Model Drawing) to solve a question on Equal Fractions!
Now, let’s use (P5: Equal Numerator) to solve the same question!
Example 1)(b)
Nevertheless, it is evident that creating the model for this question is considerably more laborious and mistake prone when compared to Q1A. There is an increased likelihood of students inaccurately depicting the model. Therefore, it is recommended that students opt for method 2 (equal fractions) when approaching such questions.
Teachers note: Consider the notable alterations in the numerical values; they have become notably larger. Imagining students attempting to illustrate a model involving 42 and 80 units, the likelihood of miscounting or depicting an incorrect number of parts is substantially elevated. Thus, it is highly recommended to opt for method 2 when doing such questions.
Concept #2: Equal Concepts
This example represents just one example of a question that utilizes the equal beginning concept. There are several ways to assess equal beginning concepts, some of which incorporate both quantity and value, offering a varied perspective on this concept.
Teachers note: Students may encounter difficulty in this question, particularly in step 3, where they need to adjust the total of 8 units to a number divisible by 3 to determine the remaining candies in the end. Moreover, recognizing the concept of an equal beginning is crucial for successfully solving the question. The ability to identify and understand the underlying concept is essential for effective problem-solving.
Concept #2: Equal Ending Concepts
This example is just one instance of a question employing the equal ending concept. There are numerous approaches to assessing equal ending concepts, some of which involve both equal fraction and equal ending concepts.
Teachers note: The inclusion of both percentage and fractions in the question could pose a challenge for students who may overlook the need to convert the percentage to a ratio. The subsequent complexity lies in determining the least common multiple (L.C.M.) as the remaining number of animals is equal. Recognizing that the concept revolves around an equal ending adds an additional layer of complexity. Students need to be mindful of these intricacies for successful problem-solving.
Concept #2: Equal Change Concepts
This example is just one instance of a question employing the equal change concept. There are numerous approaches to assessing equal change concepts, some of which involve equal fraction, age questions, diagram questions (overlapping) and equal change concepts.
Teacher’s Note: The question’s combination of percentages and fractions may prove challenging for students, particularly if they overlook the necessity of converting the percentage into a ratio. Recognizing the core concept is vital; while students might correctly identify it as an equal change concept, they must also grasp the link to a constant difference. Failure to make this connection could hinder their problem-solving ability. When calculating the least common multiple (L.C.M.) of the constant difference, students need to be cautious to avoid multiplying the wrong numbers for each person.
Concept #3: Total Stays Unchanged
This example is just one instance of a question employing the equal change concept. There are numerous approaches to assessing equal change concepts, some of which involve repeated identity, changing of LCMs, equal number of items added or removed and a lot more challenging questions involving total unchanged.
Teacher’s Note: Grasping the fundamental concept is essential; even if students correctly classify it as an internal transfer question, they should also recognize that internal transfer implies equality in the total. A failure to establish this connection might impede their problem-solving skills.
Concept #4: Everything Changed
This example is just one instance of a question employing the everything change concept. There are numerous approaches to assessing everything change concepts, some of which involve Past PSLE Questions for everything changed.
Teacher’s Note: Students need to be conscious that converting percentages to fractions is an initial step, simplifying the problem-solving process. Some questions might introduce complexity by involving both increases and decreases in the change, creating confusion for students who may overlook this information and assume changes will always be increases. This type of question also requires student to be very strong with the percentage and fraction fundamental of percentage increase or decrease.
Concept #5: Quantity x Value + Set Approach
This example is just one illustration of a question that utilizes the quantity × value and set approach concept. Various methods can be employed to evaluate concepts related to quantity × value and set approach, including some that incorporate questions from past PSLE exams.
Teacher’s Note: In PSLE and exams, questions involving Quantity × Value and set approaches are frequent. A common error students make is neglecting to label their work. Given the lengthy steps involved, confusion may arise with the numbers, leading to the use of incorrect values in problem-solving. Therefore, the utilization of a tic-tac-toe table proves advantageous due to its organized structure, complete with headers, facilitating clarity in organizing information.
